Multi-communication and the business English class: Research meets pedagogy

Gimenez, Julio

doi:10.1016/j.esp.2013.11.002

Cited by 46 publications

(41 citation statements)

References 27 publications

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“…As discussed above, a number of researchers have discussed the fact that introducing CMC in the classroom is of particular interest in teaching ESBP, as it often involves the same type of communication skills that people need to master in the contemporary work place (Evans, 2012;Gimenez, 2014;Laborda & Litzler, 2017). Gimenez's 2014 study of the communication that takes place in UK workplaces, for instance, identifies media packaging, i.e.…”

Section: Developing Communication Skills For Businessmentioning

confidence: 99%

“…6(1)(2018): [65][66][67][68][69][70][71][72][73][74][75][76][77][78][79][80][81][82][83] developing the ability to evaluate and respond to different audiences (Gimenez, 2014). To try to ensure that the 407 students were also developing skills that could be useful to them in the workplace in the future, I therefore created different mobile learning tasks within the interaction, production and reflection framework that focused on how to select appropriate media in a message and/or on understanding and responding to different audiences.…”

Section: Catherine Nickersonmentioning

confidence: 99%

“…Crawford Camiciottoli & Bonsignori, 2015;Darics, 2015). In addition, studies of ESBP in particular have shown that being effective in CMC is now one of the most important skills that business people need (Gimenez, 2014;Lockwood, 2017). This research suggests that for learners of business English in particular, flipping the classroom and simultaneously introducing CMC into the curriculum through the use of ICT, may not only provide learners with a motivating and effective way of learning (Laborda & Litzler, 2017;Rapanta et al, 2014), it may also provide them with an opportunity to develop a set of crucial communication skills.…”

Section: Introductionmentioning

confidence: 99%

“…In this article, I will discuss the design of an ESBP course for senior business students at a government university in the Gulf Region, that included three areas of focus in an effort to provide a meaningful learning experience: (i) it integrates a flipped classroom approach into an existing project-based learning (PBL) approach, (ii) it presents students with a series of mobile learning tasks, that were structured around interaction, production and reflection , and (iii) it allows students to develop their understanding of how to deal with different audiences as well as selecting the appropriate media for a message, as media choice and dealing with different audiences have been shown to be important contributors to the CMC skills needed for business (Gimenez, 2014). Figure 1 shows how these three foci can be combined in a structured, multidimensional approach to teaching ESBP.…”

Section: Introductionmentioning

confidence: 99%

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Mobile and Multidimensional: Flipping the Business English Classroom

Nickerson¹

2018

ESP Today

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An increasing number of researchers and practitioners with an interest in ESP have begun to consider the role that information communication technologies can play in the classroom. In addition, recent work in English for Specific Business Purposes has emphasized the importance of introducing more computer-mediated communication into the curriculum, in an effort to help learners to develop the skills they will need in the workplace. In this article I discuss a business English course for undergraduate students in the Gulf Region with three areas of focus, that addresses this concern: (i) it combines a flipped classroom approach and a project-based learning approach, (ii) it presents students with a series of mobile learning tasks that centre on a set of three interdependent instructional goals, i.e. interaction, production and reflection, and (iii) it allows students to develop their skills in two specific areas related to computer-mediated communication in the workplace, i.e. dealing with different audiences and selecting appropriate media. My aim is to give an account of a real classroom experience of relevance for the teaching of English for Specific Business Purposes at tertiary level.Key words mobile learning, flipped classroom, project-based learning, multi-media, audience. CATHERINE NICKERSONVol. 6(1)(2018): [65][66][67][68][69][70][71][72][73][74][75][76][77][78][79][80][81][82][83] Sažetak Sve više istraživača i predavača zainteresovanih za engleski jezik nauke i struke razmatra ulogu informaciono-komunikacionih tehnologija u učionici. Pored toga, novija istraživanja u oblasti engleskog poslovnog jezika ističu značaj uvođenja komunikacije putem računara u nastavni program, kako bi se učenicima pomoglo da razviju veštine potrebne na radnom mestu. U ovom radu bavim se kursom engleskog poslovnog jezika namenjenom studentima u Zalivskoj regiji i njegovim trima glavnim komponentama: (i) na kursu se kombinuje pristup preokrenute učionice sa pristupom učenja putem projekata, (ii) studenti dobijaju niz zadataka u okviru mobilnog učenja sa tri međusobno zavisna nastavna cilja, interakcijom, produkcijom i refleksijom, i (iii) kurs omogućava studentima da razviju veštine iz dve konkretne oblasti koje se tiču komunikacije putem računara na radnom mestu, i to komuniciranja sa različitim publikama i izbora odgovarajućeg medija komunikacije. Cilj mi je da opišem realno iskustvo u učionici od značaja za nastavu engleskog poslovnog jezika na univerzitetskom nivou.Ključne reči mobilno učenje, preokrenuta učionica, učenje putem projekata, multimediji, publika.

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Section: Developing Communication Skills For Businessmentioning

confidence: 99%

Section: Catherine Nickersonmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mobile and Multidimensional: Flipping the Business English Classroom

Nickerson¹

2018

ESP Today

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“…Due to an increase in international interactions and business operations, the engineering profession has to be ready for change, and engineering curriculum should not take this for granted anymore (Ayokanmbi, 2011;Gimenez, 2014;Mehra & Virgandham, 2013;Radzuan, Kassim, & Ali, 2014;Raina & Pande, 2012;Spence & Liu, 2013;Thakur et al, 2013). Besides, the students that tend to have difficulties with English communication in the classroom may also experience difficulty in the potential workplaces.…”

Section: Discussionmentioning

confidence: 99%

Perceptions and Problems of English Language and Communication Abilities: A Final Check on Thai Engineering Undergraduates

Rajprasit¹,

Pratoomrat²,

Wang³

2015

ELT

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English language and communication abilities are an essential part of the global engineering community. However, non-native English speaking engineers and students tend to be unable to master these skills. This study aims to gauge the perceived levels of their general English language proficiency, to explore their English communicative problems, to investigate their perceived abilities when performing English-related tasks in an engineering workplace communication situation, and to obtain feedback on student performances from English instructors in English for Specific Purposes (ESP) courses. The participants included 130 Thai undergraduate students and two English instructors at a government university. There were two instruments; a questionnaire for the students and a series of interview questions for the instructors. The results revealed that (a) although the students perceived their abilities to be at a fair level, they experienced difficulty using productive skills in English communication; (b) the English-related tasks that the students performed best and worst in were reading and writing tasks respectively; and (c) in the ESP courses, the ability of the students to use English in the 'real world' was not dramatically improved, and (d) these students also had unrealistic language learning goals. These results would benefit both ESP instructors and stakeholders in terms of increasing awareness of both language and communication problems, and designing tailor-made courses that are a perfect fit for their students with regard to the contemporary engineering community.

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English for Business

Nickerson¹

2018

The Encyclopedia of Applied Linguistics

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There are many millions of business people across the globe who speak or write English on a daily basis, and hundreds and thousands of business transactions are initiated, negotiated, and completed using English. Outside of contexts where English is used as a first language, it is often also used in business within national borders in countries where it is one of the language choices available because of a country's colonial past, and it may also be chosen for pragmatic reasons because there is an extensive expatriate business community who are unfamiliar with the local language. Because of its widespread use, English has been analyzed more than any other business language. Researchers interested in English for business have looked at a variety of different forms of workplace communication, including business meetings, negotiations, presentations, sales letters, application letters, e‐mail, annual reports, audit reports, advertising texts, various forms of computer‐mediated communication, and corporate home pages. They have also studied the consequences of using business English across the globe, particularly for those people who do not speak it as a first language, and they have looked at the response of readers to promotional texts in English when they are used in contexts outside of the English‐speaking world. Research into English for business has largely been data driven. As a result, it has been characterized by reference to a variety of different research approaches, including sociolinguistics, intercultural communication, discourse analysis, business communication, management studies, English as a lingua franca, and English for specific purposes.

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Multi-communication and the business English class: Research meets pedagogy

Cited by 46 publications

References 27 publications

Mobile and Multidimensional: Flipping the Business English Classroom

Mobile and Multidimensional: Flipping the Business English Classroom

Perceptions and Problems of English Language and Communication Abilities: A Final Check on Thai Engineering Undergraduates

English for Business

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